Introduction and exploration of the Intentional Design Framework, a heuristic model that illustrates opportunities for innovation in aligning and applying a variety of instructional strategies to online and technology-enhanced courses.
As online and technology-enhanced instruction moves out of its infancy, models for design and delivery specifically tailored to the online environment continue to evolve. Early adopters were often instructors who, while intrigued by the possibilities of this new educational space, were left to their own devices in terms of instructional design and development of their online courses. It was no surprise, then, that many simply attempted to replicate the “tried and true” activities and learning models of the face-to-face classroom in the online environment. The advent of standardized learning spaces (in the form of Learning Management Systems) also had indelible influence on early design efforts. Although a certain level of inherent flexibility was present, these systems were clearly designed to facilitate the creation and delivery of consistent, text heavy, asynchronous courses. Concurrently, the work of the Sloan Foundation (now OLC) and others served to establish a de-facto definition of online instruction that leaned strongly toward an asynchronous, text based model. The prevalence (and convenience) of publisher-developed course materials have exacerbated the issue of ‘cookie-cutter’ course design by facilitating the publication of entire ready-made courses with just a click or two, often resulting in a stale, impersonal learning experience for students. In short, consistency and replicability in online design have too often replaced effectiveness, innovation, and authenticity as primary design goals. In this florescent lighted, McDonaldized context, many have fallen into the comfort of consistency to the point where the seemingly oxymoronic concept of traditional online courses has clearly emerged.
Similarly, efforts of online instructional designers have often relied too heavily on the systems design approaches of the past. For designers, the relative “safety” of adherence the ubiquitous ADDIE model (and its countless offshoots) is undermined by its inauthentic depiction of instructional design and delivery as a sequential step-by-step process, rather than the increasingly messy, heuristic, and wicked true nature. Instructional design, like online teaching and learning, is a field in evolution that requires new approaches, theories, and models that, free of pre-conceived constraints, can begin to fully harness the power and opportunities inherent to this new instructional space.
This ‘Emerging Ideas Session’ will introduce the Intentional Design Framework, a heuristic representation of the complex interrelationships that characterize and influence the design and delivery of instruction. A key element of the Western Oregon University Center for Academic Innovation’s Tailored Instruction approach, the Intentional Design Framework is not a step-by-step recipe for the design process, rather it is a conceptual illustration that provides designers and instructors greater flexibility in aligning and applying a variety of instructional models, methods, and strategies in a more focused manner to most beneficially serve both the student and the learning endeavor. The presentation and discussion of the ID Framework and its components should be of interest to anyone who is looking for new and innovative ways to facilitate the design, development, and support of meaningful and effective online learning experiences.